http://hdl.handle.net/123456789/742 Mon, 13 Apr 2026 12:21:11 GMT 2026-04-13T12:21:11Z http://hdl.handle.net/123456789/1265 Corporate Social Responsibility Policy Limpopo Department of Agriculture Wed, 28 Jun 2017 00:00:00 GMT http://hdl.handle.net/123456789/1265 2017-06-28T00:00:00Z http://hdl.handle.net/123456789/1136 Diversity in Africa: A Cause for Disunity? Mashau, T.S; Kone, L.R; Mutshaeni, H.N Forefathers of the African continent preached for unity for years before the 19th century. In the 21st century, some African leaders still preach the unity of Africa. It is the wish of Africans to become one nation, but there are many obstacles to deal with along the way in order to become and realize that one nation, a United States of Africa. Obstacles which cause disunity need Africans themselves to remove them along the way to unity. Currently, Africa has 54 sovereign states with diversity amongst them and their people or citizenry. The identified diversities are ethnicity, culture, race, language, socio-economic or class and religion. This conceptual paper investigates areas of diversity among Africans, and how can Africans minimize diversity in order to forge unity. Thu, 01 Jan 2015 00:00:00 GMT http://hdl.handle.net/123456789/1136 2015-01-01T00:00:00Z http://hdl.handle.net/123456789/1135 Examining the Ideal 21st Century Teacher-Education Curriculum Maphosa, C; Mashau, T In this paper the researcher argue that socio-economic and technological changes in the world today have serious implications on the type of a teacher who should be found in the classrooms in the 21st century. Exposing children to teachers who have not been trained to deal with changes in the outer world is tantamount to having wrong men and women in charge of learners in the ever changing world. In the paper we interrogate the ideal 21st century socio-political, economic and technological environment and how it demands a responsive teacher education curriculum. The researchers further explore the aims of education in the ideal 21st century teacher education curriculum. The researchers also examine the content, teaching approaches and assessment techniques consistent with the modern day teachers education curriculum. In the light of issues raised in the discussions, recommendations are made. Wed, 01 Jan 2014 00:00:00 GMT http://hdl.handle.net/123456789/1135 2014-01-01T00:00:00Z http://hdl.handle.net/123456789/1134 Multi-Cultural Education: Is Education Playing A Role In Acculturating Different Cultures In South Africa Mashau, T.S In an Africa alone there are around 2000 ethnic groups in the 53 states. South Africa is not an exception in having different ethnic groups which have different cultures. Prior 1994, during the prime apartheid era, people were divided according to race, culture and ethnicity. It is also important to note that in different cities, towns, farms and rural areas of South Africa, people were located according to their differences in terms of Whites, Coloureds, Indian and Africans (Blacks) as well as their ethnicity, wherein, Nguni (Xhosa, Zulu, Swati and Ndebele), Sotho (Tswana, South Sotho and North South), Venda and Tsonga groups were separated. Especially noteworthy, the White groups were separated in terms of ethnicity, where Afrikaners, English, Greek and some other Europeans had separate dwellings in cities. However, the main emphasis was on rural South Africa, what used to be called, homelands which were defined and divided exclusively according to ethnicity and cultural background. In this conceptual paper we reviewed and access how far South African nation (culture0 since inception of democracy in 1994. Let us not hesitate to assert that it cannot be easy to put together people has gone playing a role in assimilating and acculturating different cultures into one South Africa different cultures into one South African nation (culture) since inception of democracy in 1994. Let us not hesitate to assert that it cannot be easy to put together people of different cultures who were strategically divided over a period of centuries. Nevertheless, as a nation which is preaching unity, this should be a priority and supposed to happen sooner than later. we infer that the establishment of a united and progressive nation depends on the provision of education. The question which we attempt to answer is 'Is education playing a role in assimilating and acculaturating different South African cultures?' Fri, 01 Jun 2012 00:00:00 GMT http://hdl.handle.net/123456789/1134 2012-06-01T00:00:00Z